DOCUMENT RESUME

ED 262 278 CE 042 721

AUTHOR Headers, 0. DonaldTITLE Development and Strengthening of Agricultural

Education in St. Vincent. A Report.INSTITUTION Michiagn State Univ., East Lansing. Dept. of

Avicultural and Extension Education.PUB DATE 2 Apr 85NOTE 27p.; A study conducted during October 1984 at the

request of the Caribbean Agricultural ExtensionProject in cooperation with the Ministry ofAgriculture and the Ministry of Education. Forrelated documents, see CE 042 719-723.

PUB TYPE Reports - Research/Technical (143)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Agricultural Education; *Change Strategies;

Curriculum Development; Economic Development;Educational Cooperation; *Educational Improvement;*Educational Needs; Educational Policy; ElementarySecondary Education; *Foreign Countries; GovernmentRole; Government School Relationship; NeedsAssessment; Policy Formation; PostsecondaryEducation; Public Policy; School Role; TeacherEducation; *Vocational Education

IDENTIFIERS Caribbean Agricultural Extension Project; *SaintVincent

ABSTRACTA study examined present agricultural education

programs in Saint Vincent and made recommendations for neededimprovements. Data for the evaluation were obtained from numerousdocuments and publications, field trips, and discussions with keyofficials in various ministries and institutions, including theMinistry of Agriculture, Ministry of Education, and various schools,colleges, and associations throughout the country. The agriculturalsector is crucial to the economic development of Saint Vincent: itprovides about two-thirds of the country's employment and is thecountry's main source of foreign exchange. However, the country'sgeneral population, and farmers in particular, lack adequateknowledge and understanding of the principles of marketing. To meetthe need for such information, policymakers at both the ministries ofagriculture and education should take steps to improve agriculturaleducation at all levels, with particular attention to teachertraining policies and practices. In addition, criteria for admissioninto diploma programs in agricultural education should be upgraded,existing educational facilities should be updated and expanded, andfollowup studies should be conducted to assess the success ofgraduates of agricultural programs. (Appendixes to this reportinclude a listing of documents reviewed by the researcher and data onpresent staffing and training needs in Saint Vincent.) (MN)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

U.S. DOPARTSIEN7 OF !EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUC IONAL RESOURCES INFORMATIONCENTER (ERIC

This document has been reproduced asmowed from the person Of organizationoriginating it.

0 Minor changes nave been made to improvereproduction qualny

Points of VW* Of 00110IIS stated in this gocumint do not mama* represent official NIEposition d pdky.

'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

n...the full pay-off on any sort of agricultural

education can be realized only when the educationis teamed up with a combination of other essentialfactors and structures for developmefit within theframe of a well-conceived strategy and plan formoving agriculture forward in a particular area."

(p. 242, Attacking Rural Poverty: How NonformalEducation Can Help)

i

October 26, 1984Revised 4/2/85

DEVELOPMENT AND STRENGTHENING OF AGRICULTURALEDUCATION IN ST. VINCENT

Introduction

The consultant was asked to study the present agricultural

education programmes in primary, secondary and tertiary schools

and to make recommendations for improvement. The observations

were made during the period October 22-26, 1984. The following

paper contains information about the sources of information, the

institutions visited, a summary of observations about the

agricultural education programmes, and recommendations for

strengthening the programmes. In addition, there is a brief

statement about the relationship between agricultural development

and education which provides one basis for using the schools as

an integral part of the strategy and plans for achieving

agricultural development.

Agricultural Development and Education

Achieving food self-reliance and improving the quality of

life.for rural people are twin goals which have been adopted by

many countries. Producing more of what is consumed is a goal of

the government in St. Vincent. One of the keys to attainment cf

the goal is rooted in human resource development. The education

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of people is essential for better utilization of modern technology

for increasing the productivity in agriculture. Farmers who have

primary education are much more likely to apt improved practices

than farmers without primary education. And education is needed

for those who work directly with farmers; for those persons in the

support services for production, marketing and processing; and

for those in position for policy development, planning and

supervision.

Human resource development, achieved in part through an

effective educational system, is a precursor to economic, social

and agricultural development. In other words, a nation must have

policies and programmes which provide a strong schooling system

which, in turn, provides individuals with the knowledge, skills

and attitudes necessary to perform the tasks in industry,

commerce, agriculture and government. It is the role of

agricultural education to provide the specialized education for

persons who find their employment in the agricultural sector,

whether on the farm, in the processing, marketing, or

agricultural inputs areas; or in government as extension agents,

agricultural technicians, planners, administrators or teachers.

Agricultural education programmes at the primary and

secondary school levels are usually administered

througn ministries of education. The programmes are a part of

the formal educational system. However, at the same time they

are, conceptually, a part of the knowledge-generation and

delivery system whose primary mission is to help farmers take

fuller advantage of their opportunities. This

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"knowledge-generation and delivery system" is not really a

system. It has been created in a piece-meal fashion; the parts

are under the jurisdiction of different ministries. There is no

one locus of responsibility for viewing the "system" as a whole,

for planning, for monitoring, or for taking initiatives to

improve it.

The postsecondary and higher education programmes of

agricultural education are under the ministry of education in

some countries and under the ministry of agriculture in other

countries. In St. Vincent the postsecondary agricultural

education programme is one of several programmes in the St.

Vincent Technical College which is under the jurisdiction of the

Ministry of Education.

The goals for the agricultural education programmeS at the

various levels should be clearly stated. Those goals should be

consistent with the societal goals expressed through the

strategies and plans for both the ministries of education and

agriculture. The educational programmes are keys to the

development of WILLING AND ABLE workers at all levels of the

agricultural sector.

The development of strong and effective agricultural

education programmes requires attention not only to goals but to

appropriateness of curriculum, teacher education, instructional

materials, in-service education for both technical and

professional concepts, and inter-ministerial activities between

the ministry of education and ministry of agriculture and other

related ministries.

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Sources of Information

A series of meetings were held with key individuals within

both the Ministry of Agriculture and the Ministry of Education.

Also, there were observations and discussions at:

1. Arrowroot Industry Association,2. St. Vincent Banana Grower's Association,3. Barrouallie Secondary School,4. Danish Academy,5. St. Vincent Technical College,6. Organization for Rural Development,7. Mariaqua Secondary Schor,l.

In addition, much useful information was gained from reading

reports and plans such as the following: (See Appendix A for

additional details.)

1. "Agricultural Programme 1984-86," Department ofAgriculture, St. Vincent and the Grenadines.Agriculture, St. Vincent and the Grenadines.

2. "Profile: Organization for Rural Development", St.Vincent, West Indies.

3. "Educational Institutions in St. Vincent and theGrenadines: Primary Schools, Private Primary Schoolsand Secondary Schools," Ministry of Education.

4. "An Information Booklet on St. Vincent Arrowroot(Maranta Arundinacea)", Arrowroot Industry Association,.1984.

5. "Information Booklet, September 1983 to July 1984, St.Vincent Technical College.

6. "Training Needs in Agriculture in the Leeward andWindward Islands," by J.E. Edmunds, June 1983.

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Observations and Discussions

All requests for interviews and discussions were graciously

honored. From the beginning of the brief study period on St.

Vincent, it was evident that a genuine concern was present

regarding apparent shortcomings and inadequacies in the current

agricultural education programmes. It was perceived by various

officials that the achievement of the broad policy objectives

listed in the "Agricultural Program 1984-86" by the Department of

Agriculture would be enhanced by stronger agricultural education

programmes at all school levels.

The present and planned future projects of the Organization

for Rural Development, very dependent upon nonformal education in

agriculture, would be enhanced by stronger agricultural education

programmes in the primary and secondary schools.

The key officials in the Ministry of Education clearly

indicated priorities for development of agricultural teachers,

teachers with appropriate agricultural technology and with

dedication to involve parents and other members of the community

in the agricultural programmes conducted by the schools. However,

there other needs in addition were identifid to the shortage of

qualified and dedicated teachers.

The following is a summary of observations regarding the

needs for strengthening agricultural education in St. Vincent.

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A. Agriculture

1. The agricultural sector is reported to provide for about

2/3rds of the employment and represents about 16 percent

of the Gross Domestic Product. The agricultural sector

is a major source of foreign exchange; and bananas are

the main export crop.

2. A volcano eruption in 1979 caused a loss of

approximately 1000 acres of banana trees.

3. The country's total land area of 38,900 hectares (96,122

acres) is reported to be 50% arable, 44% forest, 3%

pasture and 3% wasteland and built-on. The greater part

of the central highland area is forested and owned by

the state.

4. Marketing of agricultural products is a problem for

farmers. This is compounded by losses through low

quality of some produce and losses through bad practices

in post-harvest handling of crops.

5. The general population is reported to lack knowledge

and understanding about the marketing system and about

the importance of agriculture in the economy.

6. The agricultural communications program initiated by the

Ministry of Agriculture is a positive step toward

improving the general public's knowledge and

understanding of agriculture.

7. There id a goal for strengthening agricultural

production through the small landholders.

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8. The Ministry of Agriculture actively seeks to cooperate

with other Ministries, Agencies, Organizations and

private Agri-business for developing and conducting

educational programmes.

9. The Ministry of Agriculture is implementing a planned

programme with the Ministry of Education to provide

small tools, seeds and pesticides to selected schools;

and to provide technical assistance to the schools for

planning school gardens.

10. The Ministry of Agriculture has set 10 goals for their

programmes for the period 1984-86. These include goals

related to utilization of land and water resources,

increased production and productivity, improved food

self-sufficiency, increased earnings of foreign

exchange through international markets for agricultural

products, and improved quality of life for all

Vincentians.

11. The soils and micro-climate conditions throughout the

country have been used as a basis to designate eight

zones for specialization of production areas for

crops/livestock.

12. The Organization for Rural Development (ORD) has

programmes, and plans for additional programmes, which

may enhance the opportunities for young people to enter

and advance in farming. These persons may be graduates

from either secondary schools or the St. Vincent

Technical College.

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13. There is a shortage of qualified, agriculturally trainrA

persons to meet the needs for teachers, extension

workers, and other agricultural positions. (See

Appendix B.)

14. The academic entrance requirements at the Eastern

Caribbean Institute of Agriculture and Forestry

(E.C.I.A.F.) have been a handicap to many prospective

students from St. Vincent.

B. Education

1. One staff member has been assigned repsonsibility for

supervision of the agricultural education programme.

He has a background of education in agriculture; has

been a successful teacher of agriculture; and has an

excellent philosophy about agricultural education and

school-community relationships.

2. All government (full) secondary schools plus three

non-government schools teach agriculture. Seven

government secondary schools have agricultural science

programmes.

3. The secondary schools use the Caribbean Examination

Council (CXC) recommended curriculum as a guide to

instruction in agriculture. Not all schools are

prepared to teach the complete curriculum. Most

schools are unable to meet the requirements for land,

double periods, and in-school assessments.

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4. Agriculture is included in the curriculum in all

primary schools. Some schools are reported to do very

little with the opportunity to teach agriculture. None

of the primary schools have formally trained teachers

of agriculture.

5. The CXC curriculum in agriculture is not explicitly

correlated with the Ministry of Agriculture goals for

increasing production and marketing of such crops as

onions, garlic, pigeon peas, sweet potatoes, carrots

and peanuts.

6. Other problems identified at the primary and secondary

school levels were:

a. There is a shortage of technically trained

agricultural teachers for both the primary and

secondary schools.

b. Land, equipment and tools are needed at both the

primary and secondary schools. In addition, those

which have some land report praedial larceny to be a

major problem, due partly to the lack of fencing.

c. Most schools have difficulty getting seeds and

fertilizers. A few schools are quite self

sufficient. The agricultural extension service has

recently initiates a program to assist the schools

through lectures, demonstrations, distribution of

plants, etc.

d. Parents are reported to be negative in their

attitudes toward having their children prepare for

careers in agriculture especially for farming.

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7. One of the schools which was visited appeared to have

excellent facilities and equipment; strong

administrative support for teaching agriculture; but

due to the teacher shortage was relying on Peace Corps

Volunteers for the staffing.

8. Some instructional materials, useful for teachers of

agriculture, have been prepared by the Arrowroot

Industry Association.

9. The Danish school is demonstrating several innovative

practices for vocational and general education. The

philosophy for the school is expressed through the twin

goals of preparing graduates with trade sufficiency

(occupational competence) and with a favorable attitude

toward group (cooperative) efforts. The land area is

sufficient for effective instruction in both crops and

livestock with supporting agricultural machinery and

equipment. The students are expected to participate in

the management of crop and livestock programmes as well

as in performing the actual production practices.

10. The teachers college, an institution for preparation

of primary school teachers, includes agriculture as a

part of the curriculum. The instruction in provided by

the_agricultural lecturers from the St. Vincent

Technical College.

11. The St. Vincent Technical College, administered by the

Ministry of Education, has a two-year agricultural

science programme.

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a. The principal has a strong background in industrial

education.

b, A recently completed study of community/national

needs in electricity and electronics included

information from employees, graduates and

non-completers. Currently a study is underway in the

occupational areas of business education. The

next area scheduled for study is agriculture.

c. The agricultural science programme is the

potential source of agriculturally trained persons

to enter government service in extension and other

agricultural positions; to become secondary school

teachers of agriculture; and to enter agricultural

positions in the private sector.

d. The agricultural science program has three

instructors, all of whom are graduates from the

Guyana School of Agriculture.

e. The curriculum includes instruction in soils,

crops, vegetables, livestock, machinery and other

areas. There is some land available for student

practicals in vegetable crops and root crops. The

instruction in the area _of 14.-vestock-i-s-rtmitre

lectures and field trips with some students being

placed on livestock/dairy farms for experiences.

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f. A group interview with 38 students (27 females)

enrolled in agriculture resulted in information

about their experiences in the programme, their

background experiences, occupation goals, and

suggestions for improving the programme.

1) Eleven out of 18 second year students

expressed interest in becoming extension

workers; two want to become teachers of

agriculture in secondary schools; four want to

farm; and one had no specific occupational goal.

2) Students er.pressed desires to change the

programme by including livestock practicals; a

science lab; more field trips; opportunity to

learn to use modern agricultural tools,

equipment and machinery; and additional

experience through living and working with

farmers.

g. The St. Vincent Technical College has an advisory

committee. There is one member designated to come

from, and to represent, the agricultural sector.

h. The usual procedure for admissiw_of students into-

the agricultural science programme includes

interviews and recommendations by one or more of

the teachers of agriculture.

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Recommendations

The further development of agriculture--the desired

increases in production, improved quality, improved marketing--is

dependent upon several factors, one of which is strengthening the

agricultural education programmes. The desired increases in

production are partially dependent upon helping farmers have

access to appropriate and timely technology. The quality of the

staff in the Department of Agriculture, for planning and

implementing various programmes, will be a major factor in the

effectiveness of farmer education. The frontline extension

workers positions should be filled with willing and able

agriculturalists. There is evidence that much has been done in

recent years to strengthen the extension programme. However, a

key to continued success for all agricultural programmes is the

presence of qualified professional workers in all of the

positions.

The agricultural education programmes, through the Ministry

of Education, at all three levels (primary, secondary and

tertiary) are an important link in agricultural development.

However, the agricultural education programmes cannot reach the

-destre-drever-b-f-PerforMance without an effective and efficient

basic educational programme to serve the children and youth of

the nation.

The following recommendations are based on the assumption

that vigorous efforts will be continued to strengthen the entire

educational system so as to provide the development of the human

resources of St. Vincent. The recommendations are divided into

two main parts: Ministry of Education and Ministry of Agriculture.

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Ministry of Education. The efforts being made to strengthen

the primary and secondary schools are vital to the future

development of the nation. The availability of high quality

education is vital to human resource development in order to

achieve the goals of society and of individuals. The efforts to

concurrently strengthen agricultural education at all levels

(primary, secondary and tertiary) are especially important

because of (a) the importance of agriculture to the economy and

employment in St. Vincent, and (b) the national and regional

shortage of appropriately prepared agriculturalists.

I. A top priority should be the preparation of teachers of

agriculture for the Technic:11 College and for secondary

and primary schools.

a. The curriculum for preparation of new teachers

should include a solid technical preparation plus

professional preparation so as to use appropriate

methodology for teaching students and involving

the community.

b. In-service programmes for present teachers should

include agricultural technology (theory and

practice); course planning; developing the

instructional calendar; supervision of students in

projects at school and at home; and

developing/using instructional materials.

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2. The specialist for agricultural education in the

Ministry of Education should have at least a graduate

(B.Sc.) degree in agricultural education.

3. The MCC Syllabus for agriculture should be reviewed

with teachers in cooperation with representatives from

the Ministry of Agriculture to give emphasis to crops

and livestock qwhich are to be promoted in St. Vincent

in the various zones; and to incorporate instruction in

farm manageMent, record keeping, marketing, leadership

and cooperation.

4. St. Vincent Technical College which provides the

necessary administrative organizations and supporting

course areas, should give a high priority to

strengthening the technical agriculture programme.

a. The Advisory Committee of the College should

include representation and active participation

from the agricultural sector. In addition, an ad

hoc agricultural curriculum committee should be

established to offer advice on the curriculum,

courses, equipment and use of resources from other

organizations. The ad hoc curriculum committee

should include representatives from the Ministry

of Agriculture, farmers, organizations such as the

Arrowroot Association and ORD (potential employers

of graduates).

b. The objectives of the agricultural programmes

should be clearly stated both in general terms and

18.

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then in terms of what the graduates are expected

to be able to do. The general objectives should

include the preparation of persons willing and

able to enter positions such as agricultural

extension, teachers of agriculture, technicians in

agro-industries and farming.

c. The criteria for admission into the diploma

programme should be upgraded as rapidly as

possible, to include three "0" level passes

(English, Science and Mathematics) and interest in

a career in agriculture. Exceptions should be

allowed in order to permit experienced persons to

enter for upgrading their qualifications.

d. The proposed follow -up study of former graduates,

their employers, and leavers (without completion)

should be conducted in the immediate future as one

major source of information for strengthening the

programme.

e. The present facilities and equipment should be

expanded and upgraded to facilitate the teaching

of appropriate science courses and to provide

students opportunities for "hands on" experiences

with modern equipment.

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f. The drainage problems at the present site need to

be solved and additional land (now available)

should be used to expand student practice.

Students should get more "doing experience"

instead of merely observing.

g. Practical experiences in animal husbandry should

be added.

h. The agricultural science programme should be

upgraded to the level of a diploma accredited

programme as quickly as possible.

i. The lecturers for the programme should have

graduate (B.Sc.) degrees as a minimum

qualification.

j. The annual intake of students should be 15-20.

k. When the facilities and equipment have been

improved, the programme should be expanded to

include seminars, workshops and short courses to

serve persons already employed in agricultural

positions.

5. The secondary schools are the appropriate level

for teaching vocational agriculture. The instruction

and facilities at the secondary schools should result

in an impact on the agricultural practices in the

community, and the entrance of young people into

agricultural careers. This requires preparation of

teachers of agriculture; an in-service program to keep

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the teachers up-to-date; assistance in developing and

using instructional materials; and appropriate

facilities and equipment.

a. The number one priority among the recommendations

is the preparation of qualified teachers,

b. The CXC standard for land, facilities, and

equipment is an appropriate standard. However, it

is strongly recommended that the methods of

teaching be centered around problem solving,

supervised occupational experiences (projects at

home and at school) and leadership development for

the students.

c. The schools should have at least minimum equipment

for use by students and fencing for the security of

student projects on school land. In addition,

there must be a secure space for storage of tools,

fertilizers, insecticides, etc.

d. There should be an emphasis on involving the

community in the agricultural programmes. It is

recommended_that the -schoo/...lacillties and

equipment be utilized in cooperation with the

agricultural extension programme for farmer

education; and in cooperation with whichever

agency is responsible for adult literacy

programmes.

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e. There should be a planned programme to involve

teachers in the development of instructional

materials.

6. The primary schools should provide agricultural

education as part of the basic education for all

children. Three kinds of objectives for agricultural

education in primary schools are: (1) as a part of

basic education for teaching science using the local

plants, soils and animal's; (2) as a separate subject to

develop positive attitudes towards agriculture; and (3)

as a means of improving the nutrition of the children

and their families.

a. Each primary school should have at least one

teacher with qualifications in agriculture.

b. School gardens should be used for (1) helping

students learn scientific principles, (2)

developing positive attitudes toward agriculture

and (3) demonstrating the appropriate kinds and

varieties of vegetables to provide nutritious

meals for families. jThe focus shoula_be on the.._

students, their learning, instead of on the

plants, the "beautiful garden", etc.).

c. An in-service programme should be developed for

helping other teachers (in addition to the

agricultural teacher) incorporate into their

teaching concepts from the science of agriculture

and about the importance of agriculture in the

nation into their teaching.

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d. The primary school teachers of agriculture should

be involved in the development of instructional

materials.

Ministry of Agriculture. The efforts being made to promote

and enhance agricultural education should be continued. The

Ministry of Agriculture has a special role in helping strengthen

agricultural education through appropriate technology and through

keeping other agencies and organizations aware of the trends and

plans for agricultural development.

I. The support to the school programmes through technical

advice, seeds, plants, assistance with securing.

fertilizers, fencing, etc. should be continued.

2. The technical assistance to the schools should be

focused on teachers so as to maximize the return to the

efforts of the extension workers.

3. The bulletins, posters and other educational materials

prepared by the MOA should be made available (through

the Ministry of Education) for distribution to teachers

in_the_schools.

4. The concept of zonal production for various crops

should be incorporated into modifications of the school

curriculum and courses in secondary schools. For

example, the crops which are being promoted in District

I should be a part of the instructional programme for

the teachers of agriculture in schools located in

District I.

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5. The Ministry of Education should be invited to send

teachers of agriculture to participate in seminars and

workshops sponsored by the Ministry of Agriculture.

This will provide opportunities for agricultural

teachers to learn new technology and improve practices

for keeping up-to-date.

Implementation

The limited resources available and.the priorites of external

funding agencies should be carefully considered when setting

priorities for strengthening the agricultural education

programme. However, a systematic plan should be developed which

clearly identifies the priorities of St. Vincent.- Then external

sources of funds, for assistance in strengthening the

agricultural education programme, should be sought.

1. Scholarships should be made available to provide

up-grading of key personnel for agricultural education

to the graduate (B.Sc.) degree.

a. Three scholarships for the St. Vincent Technical

College.

b. One scholarship for the Ministry of Education.

2. Consultant services to assist in replanning the

curriculum courses, and course calendar in conjunction

with appropriate crop, vegetable and animal husbandry

practicals fot the students.

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3. Funding for development of facilities and equipment to

support the revised curriculum, courses and teaching

methodology.

4. Consultant services to help plan and conduct an

in-service programme for:

a. Teachers of agriculture in secondary and primary

schools.

b. Other primary school teachers. (Community

resources in teaching--3 week workshop.

5. Establish pilot schools, one or two at the secondary

level and at least four at the primary level, for

strengthening.the programmes and subsequent use for

training teachers from-other schools.

6. Request the Caribbean Agricultural Extension Project to

sponsor a regional workshop on technical education in

agriculture. This workshop should include administrators

and instructors for the purpose of replanning the

programmes to best fit the needs of each country.

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APPENDIX A

List of Titles of Documents and Other MaterialsReviewed by the Consultant

1. "Agricultural Programme 1984-1986," Department ofAgriculture, St. Vincent and the Grenadines, r) pp. + 2appendices (2 pp.), mimeographed.

2. "Training Needs in Agriculture in the Leeward and WindwardIslands" by J.E. Edmunds. A report to the CIDA/CanadaTraining Awards Project Coordinator, June 1983, 53 pp. +appendix (7 pp.).

3. Trained Manpower Needs in the Agricultural SectorLeeward and Windward Islands by T.H. Henderson. TheUniversity of the West Indies, Department of AgriculturalExtension, St. Augustine, Trinidad, 1976, 59 pp.

4. "Genuine St. Vincent Arrowroot Uses" by Frederick011ivierre, Arrowroot Industry Association, 1984, 5 pp.

5. "An Information Booklet on St. Vincent Arrowroot (MarantaArundinacea)" by Frederick 011ivierre, 1984, 47 pp.

6. "St. Vincent Technical College Information Booklet,"September 1983, 13 pp.

7. Attacking Rural Poverty: How Nonformal Education CanHelp by Philip H. Coombs with Manzoor Ahmed. A WorldBank Publication by the Johns Hopkins University Press,Baltimore, 1974, 292 pp.

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APPENDIX B

Present Staffing and Training Needs in St. Vincent:A Comparison of Two Studies...1974-75 and 1983

Henderson Study...DataCollected December 1974 -April 1975

Edmunds Study...DataCollected February-May,1983

Present Staff Resources:

Graduate 8

Intermediate 17Untrained 47

Vacancies:

Graduate 5Intermediate 8

Additional 10-Year Needs:

Graduate 4Intermediate 32

Projected Total 10-Yr. Needs:

Graduate 8

Intermediate 60

Staff in Post:

9 Graduate1 Local Trained

44 Overseas Trained

Vacancies:

3 GraduateIntermedite

Staff in Training:

3 Graduate14 Intermediate

Projected 3-Yr. Training Needs:

13 Graduate27 Intermedite

Comments:

During the interval of 8-9 years between the studiesthere was considerable upgrading of the staff in post;there are still vacancies; and the projected needs on aper-year basis, were greater at the time of the Edmundsstudy than at the time of the Henderson study.

27